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Publication

Supporting Students with Disabilities in K-12 Online and Blended Learning

Appropriately supporting students in online and blended learning environments requires a great deal of instructional planning and preparation. The intent of this document is to supply educational teams content that will provide support for the planning, implementation, and evaluation of programs and services for students with disabilities enrolled in online and blended learning […]

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Virtual School Course Design: Accommodating Students With Disabilities

An adequate, sustainable force of educators with strong preparation for working with students with disabilities has been difficult to secure in traditional settings; that shortage exists in online settings as well. While there are nascent understandings about instructor work with students with disabilities in K-12 online settings, understanding about course design for diverse learners, […]

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Access for All: A Guide for Serving Students with Disabilities in Online and Blended Learning Environments

Access for All is designed to provide an overview of different disability groups in order to better understand the needs of each group, some common accommodations for students in each group, and considerations for each group related to online and blended learning environments. Also provided are the terminology and acronyms commonly associated with disabilities […]

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Meeting the Needs of Students with Disabilities in K-12 Online Learning

This report, Meeting the Needs of Students with Disabilities in K-12 Online Learning: An Introduction to the Analysis of the iNACOL Program, Course, and Teacher Standards, is part of a series of four reports and includes the introductory information and methodology for the review process. The other three reports in the series are the […]

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MVLRI Research in Review: K-12 Online Special Learner Populations

Research suggests that online learners with disabilities, those at risk of dropping out, and those taking courses for credit recovery benefit from additional assistance and instructional support. These learners can benefit from online courses however those courses and the accompanying instruction need to be responsive to the unique needs of these learners. […]

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Meeting the Needs of Students with Disabilities in K-12 Online Learning: An Analysis of the iNACOL Standards for Quality Online Programs

Report #2: Programs
Abstract
Students and their parents may choose to enroll in online learning programs as supplemental support, a credit recovery option, or because they need the flexibility of a fully online program (Gemin, Pape, Vashaw, & Watson, 2015). Although students, including those with disabilities, may enroll in an online environment because they perceive that […]

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Meeting the Needs of Students with Disabilities in K-12 Online Learning: An Analysis of the iNACOL Standards for Quality Online Courses

Report #3: Courses
Abstract
Although students, including those with disabilities, may enroll in online courses because they perceive that such a course will meet their educational needs, those needs are not always met (Barbour, Archambault, & DiPietro, 2013). Consequences of not meeting those needs for students with disabilities include high non-completion rates and poor achievement (Deshler, […]

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Meeting the Needs of Students with Disabilities in K-12 Online Learning: An Introduction to the Analysis of the iNACOL Program, Course, and Teacher Standards

[…] Archambault, & DiPietro, 2013). To improve service delivery online, several researchers at the University of Kansas, who are also affiliated with the Center on Online Learning and Students with Disabilities undertook a review process to incorporate research and practical understanding about serving students with disabilities into the iNACOL National Standards for Quality Online Teaching […]

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Meeting the Needs of Students with Disabilities in K-12 Online Learning: An Analysis of the iNACOL Standards for Quality Online Teaching

[…] of Kansas
Daryl F. Mellard, University of Kansas
Jesse R. Pace, University of Kansas

What we already know about this topic

Quality teaching provides instructional strategies and other specific support to students with disabilities that includes but moves beyond Individualized Educational Programs (IEPs) when appropriate
Teachers should engage in a variety of strategies to monitor student progress through the […]

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MVLRI Research in Review: K-12 Blended Learning

area, and particularly among students with disabilities in blended learning contexts is lacking.

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MVLRI Research in Review: Michigan K-12 Online Learning Demographics and Effectiveness

Online learning enrollments in Michigan have grown significantly in the last decade, with a majority of enrollments at the high-school level and matching national online enrollment demographics. Pass rates from online courses have fallen as enrollments have grown, and students tend to be most successful when they take only a couple virtual courses. […]

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Learning Continuity in Michigan: Plans and Perceptions From Spring 2020 Emergency Remote Instruction

With the COVID-19 related school closures in spring 2020 and the need to modify learning models for the start of the 2020-21 school year, Michigan schools were pushed to adopt remote instruction and student support. This research study seeks to understand the learning continuity plans formulated by districts, as well as teacher, parent, and […]

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The Role of Online Teaching in Michigan Teacher Preparation Programs

[…] is training and certifying Michigan teachers with the requisite skills and knowledge to design online learning experiences and facilitate learning online. Michigan has invested heavily in preparing students for the 21st century through the 2006 online learning experience requirement, the adoption of the Michigan Interstate Teacher Assessment and Support Consortium (MI-InTASC) Model Core Teaching […]

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Blended Teaching Readiness: Phase 2 – Instrument Development

[…] ability to implement a learning environment that allows for student customization of goals, pace, and/or learning path.
Online Interaction – ability to facilitate online interactions with and between students.

While there is overlap between the two instruments, the shorter instrument organizes the blended teaching constructs in a way that we believe will be simpler for administrators […]

Keep up with the latest Michigan Virtual has to offer

Limited Course Capacity

We’re sorry to inform you that we have reached capacity for several of our Semester 1 and Trimester 1 courses. You’ll notice when attempting to enroll students in our Student Learning Portal that some courses are unavailable. While we are no longer accepting new enrollments for these courses at this time, many courses continue to remain open for enrollment.

With many students across the state 100% remote, demand for our online courses is greater than ever before. Because every course we offer is taught by a Michigan-certified teacher, this high volume of enrollments has created capacity issues for our teachers who provide each and every student with individual feedback.

While the Michigan Virtual team anticipated and planned for significant increases in student enrollments this Fall, the increased demand we’ve experienced has been unprecedented. As a result, we are taking steps to hire even more part-and full-time teachers to support larger numbers of student enrollments for Semester 2 as well as for Trimester 2 and 3. 

For schools that still need online learning options this year, please fill out the form at the bottom of our virtual pathways page to meet with someone to discuss other solutions. While some of our teacher-led courses are full, we may still have the capacity to help you in upcoming terms or can discuss timing to implement a whole-school or collaborative program in which local teachers from your school/district use our online course content to teach students. We also have free course content and resources available for you to use.

We know this is an incredibly stressful time for all, and we’re sorry if the courses you’re looking for are unavailable. We never want to turn away a student who wants to learn from us. Our top concern, however, is student success, and we have a policy to not take on additional enrollments if we cannot guarantee that all students will have a quality online learning experience. 

We appreciate your patience and understanding as we navigate the unusually high volume of enrollments we are receiving.